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Community, Cooperation, and Collaboration through Orff Schulwerk in Middle School Ensembles

tive lesson in the ensemble space, consider ways to em- about the many ways adolescents are already interact-
bed the process into the rehearsal routine as a regular ing with and valuing music in their daily lives. Embrac-
occurrence. With thoughtful, proactive planning, the ing flexible, Orff Schulwerk-guided, cooperative, and
addition of regular student collaboration could help collaborative music activity within the ensemble class-
build a classroom culture that not only includes the room is one way that middle school directors can infuse
hard work of repertoire preparation but also the devel- their rehearsals with opportunities to observe, guide,
opment of original student works through creative play. and appreciate adolescent musical creativity and voice
Community development is never more vital or while still providing quality ensemble training.
tricky than at the adolescent stage. The school environ-
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ment facilitates near constant comparison to peers.
Drastic physical and mental changes and a transition Providing safe and productive spaces to
from constant support in elementary schooling to a engage in cooperative and collaborative
more independent middle school approach can leave work in the arts will help meet the
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many students feeling a loss of personal control. De-
spite having a reputation as social creatures, adolescent communication and self-regulatory
students often need guidance navigating this complex practice needs of middle-level students.
and shifting social landscape. As cognitive and physical
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changes lead students toward specialization, students
develop distinct preferences and world views. Students
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often struggle to appropriately express their emotions Parker again: “Through musicking, adolescents seek
and need guidance learning how to communicate ef- to explore and affirm relationships between themselves
fectively and appropriately. and peers to draw greater connection to the world they
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Parents and teachers of adolescents have long la- share.” Unsurprisingly to all who have known and
mented feeling confused or surprised by the choices loved an adolescent student—or simply vividly remem-
or reactions students sometimes make while trying to ber being one themselves—interactions, feedback, and
communicate a need, an emotion, or an opinion. Our relationships play key roles in the development of mu-
middle school students are in desperate need for chanc- sical identity. Embracing group work in more ways
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es to practice expressing themselves to their peers and than the full ensemble with the director at the helm will
communities in safe and effective ways. Increasingly, allow choral directors to create safe environments for
the role of schools is to prepare students to educate middle school students to further foster their musical
themselves and to practice the self-regulatory habits nec- identities and allow peers and educators to benefit from
essary to adapt and keep up with new information after student experiences and creative works.
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traditional schooling ends. Providing safe and produc-
tive spaces to engage in cooperative and collaborative
work in the arts will help meet the communication and Planning for Success
self-regulatory practice needs of middle-level students. As with everything in middle school land, classroom
Orff Schulwerk music making is a group endeavor that management will be a consideration. It will be crucial
can build powerful and meaningful community among to establish routines and take care in the scaffolding of
students. group approaches, adjusting to your learners as needed,
In Adolescents on Music, Elizabeth Cassidy Parker calls not only for the cohesion and safety of the classroom
for us to “consciously use a descriptive rather than environment, but for student success and growth. For
prescriptive mindset” when working with adolescent students to have the opportunity to truly collaborate,
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students. Rather than working to reform adolescents teachers need to set collaborative activities up in such
to fit the musical molds we set for them, we must re- a way that they may get out of the students’ way! Musical
linquish a little control and remain open and curious collaboration can help our ensemble students to devel-

CHORAL JOURNAL November/December 2024 Volume 65 Number 4 73